Programme specification

1. Overview/ factual information

Programme/award title(s) Foundation Degree in Digital Marketing, Advertising & Communications

Teaching Institution Southern Regional College

Awarding Institution The Open University (OU)

Date of first OU validation 13-14th March 2019 Date of latest OU

(re)validation N/A

Next revalidation March 2024

Credit points for the award 240 points

UCAS Code TBC

JACS Code TBC

Programme start date September 2019

Underpinning QAA subject benchmark(s)

Benchmark statements for Business and Management (2015) and Benchmark statements for Communication, Media, Film and Cultural Studies (2016)

Other external and internal reference points used to

inform programme outcomes

QAA Characteristics Statements (2018) for Foundation Degrees

Professional/statutory recognition

Mode(s) of Study (PT, FT, DL, Mix of DL & Face-to-Face)

Full time / Part Time / Higher Level Apprenticeship

Duration of the programme for each mode of study

Full time (2 years) / Part Time (2.5 years) / Higher Level Apprenticeship (2.5 years)

Dual accreditation (if applicable)

Date of production/revision of this specification 07 February 2019

2.1 Educational aims and objectives

• The programme aims to develop theoretical and practical skills, knowledge and understanding relevant to learners working in the fast-paced industry of digital marketing communications. Thus preparing students for and enhancing employability prospects for the digital marketing industry.

• The programme aims to develop the learner’s academic knowledge, practical application, acquisition of skills and critical evaluation, using a range of different data

and sources, but in a way which supports the development of their academic, practical and professional/transferrable skills. The programme will enable the learners to consider the effect of adopting a strategic, holistic, reflective and creative approach to their work in industry.

• The design and delivery of the Foundation Degree Digital Marketing, Advertising and Communications is informed by the QAA subject benchmark.

2.2 Relationship to other programmes and awards (Where the award is part of a hierarchy of awards/programmes, this section describes the articulation between them, opportunities for progression upon completion of the programme, and arrangements for bridging modules or induction) The programme will allow students to progress to a Degree in Digital Marketing Communication or Business related discipline. SRC would be keen to explore a progression route to Level 6 if successful – this would involve the completion of a further 120 Credits at Level 6 and all students would need to complete and pass the Foundation Degree to enable progression. The entry criteria for progression to other courses will vary pending the educational establishment entry criteria.

2.3 For Foundation Degrees, please list where the 60 credit work-related learning takes place Assessment is focused on work related learning across the modules in both year 1 and year 2. The Digital Toolkit modules will enhance the skills required for the workplace prior to commencing placement. Students will also get the opportunity to experience learning on the job through the professional placement. Project based learning will also be utilised as an alternative to professional placement if necessary for the students concerned.

2.4 List of all exit awards Certificate of Higher Education – 120 Credits at level 4

Programme structure and learning outcomes

Programme Structure - LEVEL 4 (Full Time)

Compulsory modules Credit points

Optional modules Credit points

Is module compensatable?

Semester runs in

Yr 1 (Sem 1) Digital Disruption in the External Environment The Essentials of Digital Marketing Communications Digital Toolkit Creative Communications

20 20 10 10

SEM 1 SEM 1 SEM 1 SEM 1

Yr 1 (Sem 2) Brand Management and Integrated Campaign Planning Marketing Fundamentals & Consumer Behaviour Events Management Professional Placement

20 10 10 10

SEM 2 SEM 2 SEM 2 SEM 2

Exit Award – Students who do not achieve the full qualification can exit with 120 CATS points and be awarded a Certificate of Higher Education in Digital Marketing, Advertising and Communications.

Programme Structure - LEVEL 5 (Full Time)

Compulsory modules Credit points

Optional modules Credit points

Is module compensatable?

Semester runs in

Yr 2 (Sem 1) Mobile Marketing Digital Content & Advertising Ethics and Legalities of Digital Marketing Advanced Digital Toolkit

20 20 10 10

SEM 1 SEM 1 SEM 1 SEM 1

Yr 2 (Sem 2) Productivity in Business Digital Innovation Interpersonal Communication Skills Professional Placement

20 20 10 10

SEM 2 SEM 2 SEM 2 SEM 2

Programme structure and learning outcomes

Programme Structure - LEVEL 4 (Part Time Yr 1)

Compulsory modules Credit points

Optional modules Credit points

Is module compensatable?

Semester runs in

Yr 1 (Sem 1) The Essentials of Digital Marketing Communications Digital Toolkit Creative Communications

20 10 10

SEM 1 SEM 1 SEM 1

Yr 1 (Sem 2) Marketing Fundamentals & Consumer Behaviour

(Blended) Brand Management and Integrated Campaign Planning* Professional Placement

10 20 10

SEM 2 SEM 2

Yr 1 (Sem 3) Events Management Digital Disruption in the External Environment Brand Management and Integrated Campaign Planning*

20 10 20

SEM 3 SEM 3

Programme Structure - LEVEL 4/5 (Part Time Yr 2)

Compulsory modules Credit points

Optional modules Credit points

Is module compensatable?

Semester runs in

Yr 2 (Sem 1) Digital Content & Advertising Ethics and Legalities of Digital Marketing

20 20 10

SEM 1 SEM 1 SEM 1

Yr 2 (Sem 2) Mobile Marketing Advanced Digital Toolkit

20 10

SEM 2 SEM 2

Yr 2 (Sem 3) Interpersonal Communication Skills (Blended) Professional Placement

10 10

SEM 3 SEM 3

* Exit Award Students who do not achieve the full qualification can exit with 120 CATS points and be awarded a Certificate of Higher Education in Digital Marketing, Advertising and Communications.

Programme Structure - LEVEL 5 (Part Time Yr 3)

Compulsory modules Credit points

Optional modules Credit points

Is module compensatable?

Semester runs in

Yr 2 (Sem 1) Productivity in Business Digital Innovation

20 20

SEM 1 SEM 1

Intended learning outcomes at Level 4 are listed below:

Learning Outcomes – LEVEL 4

3A. Knowledge and understanding

Learning outcomes: Learning and teaching strategy/ assessment methods Knowledge and understanding A1: Appreciate in some depth, and demonstrate through practice,

the fundamentals of digital marketing communications A2: Become familiar with the theory and practice of a range of

marketing stratgies A3: Have an understanding of professional, economic, social, legal, moral and ethical issues involved in the explotiation of digital technology

Teaching and Learning methods: lectures; tutor directed seminars to include case studies, independent research and study skills; student-led seminars, to include research, critical thinking, communication and teamwork skills. Assessment Methods:

• Case studies • Work based projects as groups/individuals • Reports • Presentations • Practical demonstration – video, posters, posts, website, blogs,

vlogs, podcast • Client briefs and associated campaigns • Reflective logs • Written exam • Practical observation / examination

3B. Cognitive skills

Learning outcomes: Learning and teaching strategy/ assessment methods Cognitive skills B1: Specify, design and implement marketing solutions to

agreed standards for a particular scenario B2: Analyse and deploy relevant modern business practices B3: Define the success criteria for a given scenario

Teaching and Learning methods: similar methods will be used as for knowledge skills, however content chosen for these methods intend to tease out cognitive ability in terms of presenting different theoretical and practical interpretation of issues, Methods will include lectures; tutor directed seminars to include case studies, independent research and study skills; student-led seminars, to include research, communication and teamwork skills; practical sessions; e-learning technologies, Assessment Methods: Assessment methods will remain the same as per knowledge skills, however the content of the brief/coursework/exam will challenge cognitive thinking.

• Case studies • Work based projects as groups/individuals • Reports • Presentations • Practical demonstration – video, posters, posts, website, blogs,

vlogs, podcast • Client briefs and associated campaigns • Reflective logs • Written exam • Practical observation / examination

3C. Practical and professional skills

Learning outcomes: Learning and teaching strategy/ assessment methods Practical and professional skills C1: Apply best practice processes, techniques and tools for

the development and documentation of a marketing and communications plan

C2: Describe findings to colleagues, management and end user. C3:. Develop effective solutions to practical problems

individually and as a member of a team in an industrial context.

All students will work or complete placement hours in a digital marketing setting. Visits are made by the tutor ensure a close working relationship between the workplace supervisor and the college tutors. This enables the student to develop their workplace skills. In addition students will engage in a practical toolkit workshop alongside theoretical modules within each semester. The intention is to ensure the development of practical skills which can be used in a professional context and to a professional standard. This will be taught in a practical setting with the relevant hardware and software. Assessment Methods: Assessment methods will be used to focus on the quality of the student work experience, in terms of their applied knowledge from theory to practice, gained practical and business acumen knowledge, skill and ability. As such, the latter will be captured using one or more of the assessment methods below:

• Work based projects as groups/individuals • Placement reports • Presentations • Client briefs and developed campaigns • Reflective logs • Site visits /Practical observation • Practical demonstration – video, posters, posts, website, blogs,

vlogs, podcast

3D. Key/transferable skills

Learning outcomes: Learning and teaching strategy/ assessment methods Key/transferable skills D1: Communicate effectively, using a range of media and with

a variety of audiences D2:. Work effectively under guidance or supervision,

independently and as part of a team. D3: Manage one’s own learning and development including

time management, problem solving, numerical skills, organisational skills and awareness of entrepreneurship issues.

Teaching and Learning Methods: Lectures, tutorial, practical sessions and work-based learning. Assessment Methods:

• Work based projects as groups/individuals • Placement reports • Presentations • Reflective logs / workbook • Site visits /Practical observation

Intended learning outcomes at Level 5 are listed below:

Learning Outcomes – LEVEL 5

3A. Knowledge and understanding

Learning outcomes: Learning and teaching strategy/ assessment methods Knowledge and understanding A1: Critically evaluation the fundamentals of digital marketing

communications A2: Analyse the theory and practice of a range of marketing

stratgies A3: Demonstrate in depth the professional, economic, social, legal, moral and ethical issues involved in the explotiation of digital technology.

Teaching and Learning methods: lectures; tutor directed seminars to include case studies, independent research and study skills; student-led seminars, to include research, critical thinking, communication and teamwork skills. Assessment Methods:

• Case studies • Work based projects as groups/individuals • Reports • Presentations • Research proposal • Debate • Practical demonstration – video, posters, posts, website, blogs,

vlogs, podcast • Client briefs and associated campaigns • Reflective logs • Written exam • Practical observation / examination

3B. Cognitive skills

Learning outcomes: Learning and teaching strategy/ assessment methods Cognitive skills B1: Research, design and develop marketing solutions to

agreed standards for a paticular scenario B2: Examine in detail best practice and recent developments

in the marketing industry B3: Construct the key success criteria for a given scenario

Teaching and Learning methods: similar methods will be used as for knowledge skills, however content chosen for these methods intend to tease out cognitive ability in terms of presenting different theoretical and practical interpretation of issues, use of independent research which will require critical thinking, reasoning and problem solving. Methods will include lectures; tutor directed seminars to include case studies, independent research and study skills; student-led seminars, to include research, critical thinking, communication and teamwork skills; practical sessions; e-learning technologies, to include Go-to meeting, padlet, nearpod. Assessment Methods: Assessment methods will remain the same as per knowledge skills, however the content of the brief/coursework/exam will challenge cognitive thinking and ensure a deeper level of thinking.

• Case studies • Work based projects as groups/individuals • Reports • Presentations • Research proposal • Debate • Practical demonstration – video, posters, posts, website, blogs,

vlogs, podcast • Client briefs and associated campaigns • Reflective logs • Written exam • Practical observation / examination

3C. Practical and professional skills

Learning outcomes: Learning and teaching strategy/ assessment methods Practical and professional skills C1: Propose best practice processes, techniques and tools

for the development and documentation of a marketing and communications plan

C2: Justify findings to a variety of stakeholders eg Management, Client, Investors etc.

C3:. Reflect the proposed solutions using analyticals and techniques to draw your conclusions individually or within a team.

All students will work or complete placement hours in a digital marketing setting. Visits are made by the tutor ensure a close working relationship between the workplace supervisor and the college tutors. This enables the student to develop their workplace skills. There are opportunities for students to compare the approach taken in their workplace to those offered in other settings through visits and discussions focused on sharing good practice and professional development. In addition students will engage in a practical toolkit workshop alongside theoretical modules within each semester. The intention is to ensure the development of practical skills which can be used in a professional context and to a professional standard. This will be taught in a practical setting with the relevant hardware and software. Assessment Methods: Assessment methods will be used to focus on the quality of the student work experience, in terms of their applied knowledge from theory to practice, gained practical and business acumen knowledge, skill and ability. As such, the latter will be captured using one or more of the assessment methods below:

• Work based projects as groups/individuals • Placement reports • Presentations • Client briefs and developed campaigns • Reflective logs • Site visits /Practical observation

3C. Practical and professional skills • Practical demonstration – video, posters, posts, website, blogs,

vlogs, podcast

3D. Key/transferable skills

Learning outcomes: Learning and teaching strategy/ assessment methods Key/transferable skills

D1: Present and ommunicate effectively, using a range of media and with a variety of audiences eg Management, Clients and Investors etc

D2:. Demonstrate the ability work independently and a team, using leadership and project management skills.

D3: Develop transferrable skills to include time management, problem solving, numerical skills, organisational skills and awareness of entrepreneurship issues.

Teaching and Learning Methods: Lectures, tutorial, practical sessions and work-based learning. Assessment Methods:

• Work based projects as groups/individuals • Placement reports • Presentations • Reflective logs / workbook • Site visits /Practical observation

4. Distinctive features of the programme structure

• Where applicable, this section provides details on distinctive featurs such as:

• where in the structure above a professional/placement year fits in and how it may affect progression

• any restrictions regarding the availability of elective modules where in the programme structure students must make a choice of pathway/route

• This course will provide the latest theoretical thinking alongside practical knowledge and skill in the fast-paced digital arena required for a successful career in Digital Marketing, Advertising and Communications. It will have an emphasis on the practical skills required by industry to enhance employability prospects. These practical skills will be developed through Workshops based upon an ever-changing digital toolkit and application of such skills and knowledge through meaningful work experience with relevant organisations.

• Southern Regional College commenced the pilot Higher Level Apprenticeship Programme in Digital Marketing March 2018. The purpose of the pilot was to trial elements of digital marketing qualifications to determine the best fit for a new Foundation Degree in the area of Digital Marketing and Communications. The course team attended conferences, events, liaised with industry and carried out an audit on Digital Marketing qualifications to determine the content for this qualification. The team are confident that the content and modules selected will meet the needs and expectations of the workforce and industry. If successful with validation, the team will proceed with a full time and part time offer for September 2019, target enrolment of 15 for Full Time with a part time infill. Class size will be no bigger than 24. The Higher Level Apprenticeship will progress on a lesser scale, with a view to building for September 2020, due to the need to further time to recruit employment offers – they will also infill into the full time class.

• Businesses have to adapt fast to keep up with the exponential rate of change in

technology. If they haven’t they will be left behind. One of the biggest challenges in driving that change in the current environment is finding the right people with the digitally skilled talent required to carry out these jobs. The jobs are widely available however the digital skills gap is growing and growing, therefore this programme must have a strong practical focus with an ability to research, execute and measure branding and campaigns across platforms. The unfortunate thing about this is that the knowledge required will be out of date very quickly therefore this is why the Digital Toolkit is very important as a module. These will enable students to embed communication skills and an ability for them to manage change and lots of new digital tools, which is why this course will focus on embedding practical experiences and learning on the job.

• SME’s in Northern Ireland struggle with the ability to adapt the concepts of digital technology. This programme will explore cutting edge technology for enhancing the competitiveness of the industry as well as the use of ICT as a crucial driver in conducting day to day business, distribution of products, social networking and provision of information to consumers online. It will address the curriculum digital

skills gap and contribute towards enhancing the marketing skills of employees or entrepreneurs suited to our growing digital economy in the near future.

• This programme structure is distinctive as it allows students to engage in

placement alongside year one and two in order to accommodate more immediate transfer of knowledge. All students will be required to spend at least 400 placement hours in industry applying the knowledge gained. The intention is to engage with industry from the outset in order to secure continuous placement in year one and two.

• The Students skillset will also be distinctive as they will be prepared for industry from the beginning of the course as they undertake the Digital Marketing Toolkit module which will provide them with the practical skills in year one of semester one whilst gaining theoretical knowledge. Placement is also seen an integrated and integral part of learning.

• Students are encouraged to disseminate good practice from their work-based learning. These opportunities are planned for throughout the year through group work, discussion and seminars.

• Placement settings are encouraged to have workplace mentors to support

students in their practical studies. These mentors attend biannual meetings at college and have a mentor handbook. Mentors do not assess students in the workplace but offer support and guidance and ensure consent and confidentiality is maintained.

• We encourage technology enhanced learning and encourage students to use

platforms such as Padlet, NearPod.

• We use Go-to meeting to record and share visiting speakers’ presentations.

• Students will have the option of progressing to a top up Degree either in a neighbouring institute or in SRC. If successful with validation, SRC would be keen to progress with a Degree top up, students would have to complete and pass the Foundation Degree before they would undertake a further 120 Credits to achieve a BA Hons in Digital Marketing, Advertising and Communication.

Further features of the proposed course include:

• Student learning is based around individual development needs. • Individual student programme of study applied within the context of their

workplace and endorsed by their employer. • The programme comprises a mixture of digital marketing, advertising and

communications skills based modules alongside core work-based learning modules.

• The programme structure allows for modules at both Level 4 and Level 5 that can be designed to focus on the specific needs of a particular employer or sector through optional modules. This also facilitates an exit a level 4 which is Certificate of Higher Education.

• The programme allows for a flexible study mode that enables students to engage with elements of the programme in response to specific professional development

requirements, or undertake a fully structured programme of study leading to the final qualification.

5. Support for students and their learning In order to provide a supportive learning environment, a wide range of academic and pastoral support will be made available to students. The precise form of support available to students registered on the Scheme's programmes will be set out in the individual course documents, but will include the following:

• Information on admission and induction arrangements; • Academic guidance and tutorial support; • Pastoral and welfare support; • Careers information and guidance.

All students will attend college at the beginning of their programme of study for induction and to be familiarised with the course and its requirements. They will also experience a range of icebreaker and introduction techniques to forge group cohesion. Following this, students will normally attend the college according to the course timetable. The exact structure of each programme will be developed by course teams to remove barriers for entry and facilitate maximum participation. Staff associated with the programmes will negotiate and provide individual support through individual tutorials, meetings or other contact, which could also be carried out electronically. Full details are available on the College website under the HE Section https://www.src.ac.uk/tm-courses/higher-education-courses, also available within HE Course Handbook available online on Moodle.

The college currently uses Moodle as its Virtual Learning Environment. Each course has a timetabled personal tutorial/advice support and subject module tutorials that will enhance the student’s learning experience.

6. Criteria for admission Admissions Criteria Applicants must be at least 18 years on or before 1 July 2019 and meet the minimum entry criteria set as detailed below. Applicants must: • Possess a minimum grade C in GCSE Mathematics & English (or equivalent); • Have obtained a Level 3 or equivalent qualification equating to 64 UCAS points

All students must undertake 400 hours working in a digital marketing, advertising and communications sector. Assistance will be provided by the college to finalise placement opportunities. The College currently has Monitoring Placement Officers and Business Development Officers who work through the Business Support Unit, they will assist students in preparation for placement, ensuring the necessary audits and checks are completed and a contractual agreement is signed by all parties in advance of the placement. Alternative arrangements will be made through project based learning which will simulate professional placement in the event that a placement cannot be sourced or if a student loses their placement. Specific requirements of the HLA programme –

Each apprentice is either a new employee or is taking on a new job role, with an existing employer, commensurate to the apprenticeship being pursued an appropriate Apprenticeship Agreement must be in place with the employer.

Applicants who have already attained a qualification equivalent to or similar in content to any of the Foundation Degree modules will be eligible to be considered for Accreditation of Prior Certificated Learning (APCL). Those who have acquired learning through life, work experience and study not previously attested through formal education or certification may be eligible to be considered for Accreditation of Prior Experiential Learning (APEL). Applicants that obtain APCL or APEL for all year 1 modules can start at year 2 of the programme. The course team have identified that this Foundation Degree could be seen as a progression opportunity for previous apprentices on the Level 4 in Digital Marketing and a mapping process is currently underway. Further to this, applicants with APCL or APEL for some modules in year 1, but not all modules, can take the year in-part in order to complete the remaining modules. The process will be formalised in the College APEL Policy. In such cases the onus will be on the student to present relevant evidence to the Course Director so that assessment of prior learning may be carried out by the course team in accordance with the standard operating procedure.

Admissions Process Prior to Enrolment The application and enrolment process involves the following steps for full and part time HE provision in SRC:

1. Complete the online application form 2. Attend a PEAS advice session (Pre-Entry Advice Session) 3. Meet the course entry requirements

1. All SRC applicants must apply online via our online application form: https://application.src.ac.uk/login.php

Once an applicant has submitted their application, they will be invited to attend a Pre-Entry Advice Session.

2. Pre-Entry Advice Sessions

All applicants for Higher Education courses must attend the mandatory Pre-Entry Advice Sessions. Applicants will receive an invitation via email. This email invitation will provide

them with full details of the content of the Pre-Entry Advice Sessions. These sessions will commence in March 2019 and continue through to June 2019.

The outcome of the Pre-Entry Advice Session will be communicated to you via email or directly from the course co-ordinator at the end of the Pre-Entry Advice Session.

3. Entry Requirements

Applicants must meet all entry requirements as set out for each individual course. These can be found on each individual course page as specified on the College website.

The application and enrolment process for Higher Level Apprenticeships differs slightly, in addition to following the 3 point process above, the following applies:

Offer of Employment

Applicants must have an offer of employment from a participating employer. SRC will forward the applicants additional information to a list of potential employers identified by SRC or alternatively if the applicant has an employer in mind they can advise the College who will assess workplace suitability. The College has been operating Higher Level Apprenticeships for 4 years and the Colleges Business Support Officers actively promote and finalise employment opportunities for potential applicants. In the event that an Apprentice loses their employment, every effort is made to try and find them alternative employment.

7. Language of study English

8. Information about non-OU standard assessment regulations (including PSRB requirements) SRC’s curriculum delivery at HE assures consistency and rigour in marking through internal and external moderation or verification as appropriate. Consistency and parity is achieved through the definition of the forms of assessment and a requirement for each programme to adopt a range of assessment methods. Assessment is governed by a structure which is rigorous and transparent.

9. Methods for evaluating and improving the quality and standards of teaching and learning. Evaluation of teaching and learning is assessed through lesson observations, module evaluations, and students’ responses to questionnaires, focus groups, students’ comments in course meetings. All full time teaching staff are required to have achieved or be working towards a recognised teaching qualification in addition to their subject/sector qualifications/experience. Improvements are through group and individual staff development. In addition, all staff must partake in the College Staff Development Programme both of which focus on raising standards in teaching and learning as well as individual tutors’ Continuing Professional Development. Improvements in teaching and learning are recorded in the College’s annual HE Self-Evaluation Report (SER) and any required improvements in the Quality Improvement Plan. The HE SER is validated by the HE Advisory Board and reported to the Governors Quality and Standards Committee. To support the evidence for the production of this report a number of mechanisms are employed

• Student module reviews • Student /Staff Committee meetings • Student Surveys • National Student Surveys

A staff appraisal process is carried out each year to assess the individual lecturer performance and identify any staff development required in the incoming year. Every 2 years classroom observations are carried out to assess the pedagogic performance of lectures and any develop needed, The college has developed a team of Teaching and Learning Assistants to help support staff and teams in improving the quality and standards of teaching and learning.

10. Changes made to the programme since last (re)validation This is a new course hence there has been no revalidation required.

Annexe 1: Curriculum map

Template programme specification and curriculum map Page 20 of 23

Annexe 1 - Curriculum map This table indicates which study units assume responsibility for delivering (shaded) and assessing () particular programme learning outcomes.

Level Study module/unit

A1

A2

A3

B1

B2

B3

C1

C2

C3

D1

D2

D3

4 Digital Disruption in the External Environment

The Essentials of Digital Marketing Communications

Professional Placement

Creative Communications

Brand management and Integrated Campaign Planning

Marketing Fundamentals and Consumer Behaviour

Event management

Digital Toolkit

Template programme specification and curriculum map Page 21 of 23

Level Study module/unit

A1

A2

A3

B1

B2

B3

C1

C2

C3

D1

D2

D3

5 Mobile Marketing

Digital Content and Advertising

Ethics and legalities of Digital Marketing

Advanced Digital toolkit

Productivity in Business (Management human and financial resources & business improvement)

Digital Innovation

Interpersonal Communication Skills

Professional Placement